Few corrections and removing of not translated files.
This commit is contained in:
adamtpaw
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-1
@@ -1,9 +1,12 @@
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<?PHP // $Id$
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// error.php - created with Moodle 1.2 development (2004020300)
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// error.php - created with Moodle 1.2 Beta (2004022400)
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$string['coursegroupunknown'] = 'Nie okre¶lono kursu dla grupy $a';
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$string['erroronline'] = 'B³±d na lini $a.';
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$string['fieldrequired'] = '\"$a\" nie mo¿e byæ puste.';
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$string['groupalready'] = 'U¿ytkownik ju¿ przynale¿y do grupy $a';
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$string['groupunknown'] = 'Grupa $a nie jest przypisana do tego kursu';
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$string['invalidfieldname'] = '\"$a\" nie jest dozwolon± nazw±.';
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$string['missingfield'] = 'Brakuje pola \"$a\" .';
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$string['modulerequirementsnotmet'] = 'Modu³ \"$a->modulename\" ($a->moduleversion) nie zosta³ poprawnie zainstalowany. Zainstaluj nowsz± wersjê Moodle! Aktualnie u¿ywasz wersji $a->currentmoodle, a potrzebujesz $a->requiremoodle).';
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@@ -1,64 +0,0 @@
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<P ALIGN=CENTER><B>Elementy pracy</B></P>
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<P>Dla u³atwienia oceniania praca powinna zawieraæ sensown± liczbê "elementów oceny". Each element should cover
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a particular aspect of the assignment. Typically an assignment will have
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something between 5 to 15 elements for comments and grading, the
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actual number depending on the size and complexity of the assignment. A peer
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assignment with only one element is allowed and has a similar assessment
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strategy to the standard Moodle Assignment.
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<P>The type of elements dependent of the assignment's grading strategy.
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<P><B>Not Graded.</B> The elements are descriptions of aspects of the assignment.
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The assessor is asked to comment on each of these aspects. As with all the grading
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strategies, there is also an area for general comments.
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<P><B>Accumulative Grading.</B> The elements have the following three features:
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<OL>
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<LI>The DESCRIPTION of the assessment element. This should clearly state what
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aspect of the assignment is being assessed. If the assessment is qualatative
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it is helpful to give details of what is considered excellent, average
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and poor.
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<LI>The SCALE of the assessment element. There are a number of prefined
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scales. These range from simple Yes/No scales, through multipoint scales to
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a full percentage scale. Each element has its own scale which should be choosen
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to fit the number of possible variations for that element. Note that the scale
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does NOT determine the element's importance when calculating the overall
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grade, a two point scale has the same "influence" as a 100 point
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scale if the respective elements have the same weight...
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<LI>The WEIGHT of the assessment element. By default the elements are given the same
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importance when calculating the overall grade of the assignment. This can be
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changed by giving the more importance elements a weight greater than one, and
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the less important elements a weight below one. Changing the weights does NOT
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effect the maximum grade, that value is fixed by the Maximum Grade parameter
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of the peer assignment. Weights can be assigned negative values, this is an
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experimental feature.
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</OL>
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<P><B>Error Banded Grading.</B> The elements will normally describe certain items
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or aspects which must be present in the assignment. The assessment is made on the
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present or absence of these items or aspects. The teacher must all set of grade table which
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give the suggested grades when all the items are present, when one is absent, when two are
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absent, etc. If certain items are more important than others then those items can be given
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a weighting greater than one. Minor items can be given a weighting less than one. The
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overall "error count" is a weighted sum of the missing items. The assessor
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can always make a minor adjustment to these suggested grades.
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<P><B>Criterion Grading.</B> The elements will give a set of "level" statements
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which can be used to rank the assignment. The statements may be cumulative or they may
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each be self contained. The assessor must decide which statement best fits each piece of
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work. The teacher must also relate each criterion statement with a suggested grade. These
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should normally be in order. The assessor can make a minor adjustment to these
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suggested grades.</P>
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<P><B>Rubric Grading.</B> This is similar to Criterion Grading but there is more than
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one criteria. The number of criteria is given in the assignment parameters. Within each
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criterion there can be up to five "level" statements. In a given assignment
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the number of levels can vary from criterion to criterion. When setting up a criterion a
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blank level statement signals the end of the level statements. Thus some criteria may have
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two levels, others have three, up to five levels. The criteria can be weighted. The levels
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are scored 0, 1, 2, up to 4. The grade for the assessment is a weighted sum of these
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scores.
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</P>
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@@ -1,10 +1,6 @@
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<P ALIGN=CENTER><B>The Final Grades</B></P>
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<P ALIGN=CENTER><B>Oceny końcowe</B></P>
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<p>The table on this screen lists the overall grades and their breakdown. The first grade is
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the grade for the (inital) assessment. This is added to the grades given to each
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submission. The Weights row gives the factors used in the calculation of the overall
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grade from these two grades. The final grade given for this assignment will either be
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the average of these overall grades or the overall grade of the best submission.
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<p>The League table lists each student's best submission. The table is in grade order with
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the best submission first.</p>
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<p>Pierwsza ocena w tabeli to ocena za pierwszą wersję pracy. Ocena ta jest dodawana do następnych
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ocen za kolejne wersje pracy. Wagi z kolei, używane są przy wyliczaniu ostateczniej oceny, używając dwóch
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poprzednich ocen. Ostateczna ocena będzie albo średnią ocen dyskutowanych wcześniej bądź najlepszą oceną za
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daną wersję pracy.</p>
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@@ -1,40 +0,0 @@
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<P ALIGN=CENTER><B>Grading of Assignments</B></P>
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<p>In this Exercise the same Assessment Form is used by Students and Teachers
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to assess the work produced. The form is used at different stages of the
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exercise by the two groups, thus the explaination given here is divided into
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two parts.</p>
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<p><b>For Students</b></p>
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<p>The assessment form is used mainly to show you how your work will be
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assessed by the teacher. You are required to complete this form <b>before</b>
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you can submit your work. You can use it as a checklist. The form is <b>not</b>
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sent to the teacher when you save it. You can return to this form and amend it
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(and your piece of work) as many times as you like provided you have
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<b>not</b> submitted the work. Note that although you are allowed to, there
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is no need to submit your work immediately after you have completely this form.
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However, the contents of your assessment are frozen and made available to the
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teacher when you submit your work.</p>
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<p>If the teacher requests that you make changes to your work and to re-submit
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it, you will <b>not</b> be asked to re-assess your "new" piece of
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work. You only make this assessment "first time round".</p>
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<p>This (initial) assessment of your work is looked at by the teacher and they
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can add comments and grade it. You will be able to see these comments and
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the grade given to your assessment may form part of the final grade you
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receive from this Exercise.</p>
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<p><b>For the Teacher</b></p>
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<p>The assessment form is used to grade the submissions of the students.
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These grades normally form the major component of the students' final grade
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for the exercise. The assessment, it's grade and any comments you make can
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be viewed by the student who submitted the work. Once you have made the
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assessment you should decide whether to allow the student to change and
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re-submit their work, hopefully with improvements, or not.</p>
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<p>When you save an assessment you given a short period of time in which to
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make any amendments before the assessment to "released" to
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the student.</p>
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@@ -1,15 +1,7 @@
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<P ALIGN=CENTER><B>Grading of Assessments</B></P>
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<P ALIGN=CENTER><B>Ocenianie prac</B></P>
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<p>In the first half of this page the Student Assessment of their own work is shown.
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This assessment should be graded (out of a maximum of 20). It represents an
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assessment of the work shown in the second of the Link boxes. (The topmost
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link box is the description of the exercise itself.) The "Grading Grade"
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should normally be explained in a comment which you enter in the Teacher's
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Comment box. The grade should reflect the accuracy of the assessment, an
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assessment which gives a low grade to a poor piece of work should receive
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a higher Grading Grade than one which gives a low mark to a good piece of
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work, for example.</p>
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<p>Pierwsza połowa strony przedstawia własną ocenę studenta. Ta ocena powinna zostać oceniona
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(maksymalnie do 20 punktów). "Ocena ocen"
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powinna być uzasadniona w okienku w którym wpisuje się komentarze nauczyciela.</p>
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<p>In the second half of this page there is a blank Assessment Form for your
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own assessment of the piece of work from the student.</p>
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<p>W drugiej części strony jest forma w kórej możesz dokonać własnej oceny pracy studenta.</p>
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@@ -1,78 +0,0 @@
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<P ALIGN=CENTER><B>Strategia oceniania</B></P>
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<P>A workshop assignment is quite flexible in the type of grading scheme used. This can be:
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<OL>
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<LI><B>No grading:</B> In this type of assignment the teacher is not
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interested in quantative assessment from the students at all. The students
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||||
make comments of the pieces of works but do not grade them. The teacher,
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however, can, if desired, grade the student comments. These
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"grading grades" form the basis of the students' final grades.
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||||
If the teacher does not grade the student assessments then the assignment
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||||
does not have any final grades.
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||||
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||||
<LI><B>Accumulative grading:</B> This is the default type of grading.
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||||
In this type of assignment the grade of each
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||||
assessment is made up of a number of "assessment elements".
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||||
Each element should cover
|
||||
a particular aspect of the assignment. Typically an assignment will have
|
||||
something between 5 to 15 elements for comments and grading, the
|
||||
actual number depending on the size and complexity of the assignment. An
|
||||
exercise assignment with only one element is allowed and has a similar assessment
|
||||
strategy to the standard Moodle Assignment.
|
||||
|
||||
<P>Elements have the following three features:
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||||
<OL>
|
||||
<LI>The DESCRIPTION of the assessment element. This should clearly state what
|
||||
aspect of the assignment is being assessed. If the assessment is qualatative
|
||||
it is helpful to give details of what is considered excellent, average
|
||||
and poor.
|
||||
|
||||
<LI>The SCALE of the assessment element. There are a number of prefined
|
||||
scales. These range from simple Yes/No scales, through multipoint scales to
|
||||
a full percentage scale. Each element has its own scale which should be choosen
|
||||
to fit the number of possible variations for that element. Note that the scale
|
||||
does NOT determine the element's importance when calculating the overall
|
||||
grade, a two point scale has the same "influence" as a 100 point
|
||||
scale if the respective elements have the same weight...
|
||||
|
||||
<LI>The WEIGHT of the assessment element. By default the elements are given the same
|
||||
importance when calculating the overall grade of the assignment. This can be
|
||||
changed by giving the more importance elements a weight greater than one, and
|
||||
the less important elements a weight below one. Changing the weights does NOT
|
||||
effect the maximum grade, that value is fixed by the Maximum Grade parameter
|
||||
of the peer assignment. Weights can be assigned negative values, this is an
|
||||
experimental feature.
|
||||
</OL>
|
||||
|
||||
<LI><B>Error Banded Grading:</B> In this type of assignment the submissions are
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||||
graded on a set of Yes/No scales. The grade is determined by the "Grade
|
||||
Table " which gives the relationship between the number of
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||||
"errors" and the suggested grade. For example an assignment may have six
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||||
significant items which should be present, the Grade Table will give suggested
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||||
grades if all are present, one is absent, if two are absent, etc. The individual
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||||
items can, if desired, be given weighting factors if some items are more important
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||||
than others. The number of "errors" is a weighted sum of the items not
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||||
present. By default each item is given a weight of one. The grading table is likely
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||||
to be non-linear, for example
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the sugested grades may be 90%, 70%, 50%, 40%, 30%, 20%, 10%, 0%, 0%, 0% for
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||||
an assignment with 10 items.The assessor can adjust the suggested grade by up
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||||
to 20% either way to give the submission's final grade.
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||||
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||||
<LI><B>Criterion Grading:</B> This is simpliest type of assessment to grade (although
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not necessarily the most straightforward to set up). The submissions are
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graded against a set of criteria statments. The assessor choses which statement
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best fits the piece of work. The grade is determined by a "Criteria
|
||||
Table" which gives the suggested grade for each criterion. For example
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an assignment may be set up with, say, five criteria statements and the assessors
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must then choose one of the five statements for each of their assessments. As with
|
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the Banded assignment the assessor can adjust the suggested grade by up to
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20% to give the final grade.
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<li><b>Rubric</b> This is a similar to Criterion Grading except there are multiple
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sets of criteria. Each set covering a particular "Category", can have
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up to five statements. The sets are given individual
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weights and the grade is a weighted combination of the scores from each set. There
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is <b>no</b> adjustment option in this assessment type.
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||||
</OL>
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</P>
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@@ -1,76 +0,0 @@
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<P ALIGN=CENTER><B>Managing an Exercise Assignment</B></P>
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<P>An Exercise Assignment is slightly more complex than an ordinary assignment.
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It involves four steps or phases. These are
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<OL>
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<LI><p><b>Set up Exercise </b> The assessment of the work produced in the
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||||
exercise is made easier if it is broken into a number of assessment ELEMENTS.
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||||
This makes the grading of an assignment less
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arbitary and gives the students a framework on which to make assessments.
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The teacher has the role of setting up the assessment elements thus making a
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||||
grading sheet. (See that page for more details.)</p>
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||||
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||||
<P>With the assessment elements set up the teacher must submit a
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Word Document or HTML file which describes the exercise or task to be done
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by the students. This file is shown to the students in the second phase of
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the exercise. </p>
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<p>Teachers can, if they wish, prepare a set of similar exercies, again as
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Word Documents or HTML files, and upload those into the Exercise. Note that
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these exercises must be quite similar as the same Assessment Form is used
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for all of these variants. The submission of a multiple set of exercises by
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the teacher is optional and for certain assignments may not be appropriate.</P>
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<LI><p><b>Allow Students Assessments and Submissions</b> The assignment
|
||||
is now opened to the students. If the teacher has set up multiple exercises then
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||||
the students see different exercises, otherwise all the students see the same
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||||
exercise.</p>
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||||
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||||
<p>Before the students can submit their work they must complete the assessment
|
||||
form. Once they have completed the assessment they are shown the upload form.
|
||||
The students can revise their work in the light of their self assessment. The teacher
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||||
sees student's (self) assessment and an assessment form to grade the student's
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||||
submission. This is a "dual assessment form". At the end of this
|
||||
form the teacher can either ask the student to re-submit the work or not.</p>
|
||||
|
||||
<p>If the student chooses to re-submit, the teacher can re-assess the work. The
|
||||
same option, re-submit or not, allows the teacher to control this cycle of
|
||||
re-submission and assessment. If students are allowed to put in multiple pieces
|
||||
of work into the Exercise, the teacher should decide whether the final grades
|
||||
are based on the student's maximum grade or their average grade over the
|
||||
set of submissions. This option can be changed at any time during the Exercise
|
||||
by updating the Exercise, it's effect is seen immediately in the Grade page.
|
||||
</p>
|
||||
|
||||
<LI><p><b>Stop Student Assessments and Submissions</b> After the deadline
|
||||
has passed, the teacher moves the Exercise to this phase to stop further
|
||||
assessments and submissions. The teacher should complete the grading
|
||||
any outstanding assessments and submissions before moving the Exercise
|
||||
to its final phase.
|
||||
|
||||
<li><p><b>Show Overall Grades and League Table</b> In this final phase of
|
||||
the Exercise the students can see their "final" grades. In all
|
||||
phases of the Exercise (except the first phase), grades are available to
|
||||
the students, they are, however, only "partial" grades as they are
|
||||
calculated on the fly from the assessments available at the time.</p>
|
||||
|
||||
<p>The students (and the teacher) are also shown a "League Table"
|
||||
of the student submissions. These are listed in order of grade, the top submission
|
||||
is first. Here the grade given to the submission is teacher's
|
||||
grade. If a student submitted more than one piece of work only their best piece
|
||||
of work is shown in this table. </p>
|
||||
</ol>
|
||||
|
||||
<p>The student's grade is a weighted combination of the teacher's grading of their
|
||||
(initial) assessment and the teacher's grading of their work. The two weighting
|
||||
factors are initally set to unity. They can changed (on the Administration page)
|
||||
at any time during the exercise and the grades shown both the students and the
|
||||
teacher always reflect the current weighting factors.</p>
|
||||
|
||||
<p>At any phase of the assignment the teacher can open the "Administration"
|
||||
page. This shows the current values of the two weighting factors and allows the teacher
|
||||
to change them. It lists the students' assessments (of their own work) and the
|
||||
submissions of the students. The teacher can use this page to assess and re-assess
|
||||
submissions, grade and re-grade assessments, delete submissions and assessments,
|
||||
and generally watch the progress of the assignment.</p>
|
||||
|
||||
@@ -1,80 +0,0 @@
|
||||
<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/exercise/icon.gif"> <B>Exercise</B>
|
||||
|
||||
<P>An Exercise is a simple but powerful assignment. In an exercise the teacher
|
||||
asks the students to do a piece of practical work. It could be writing an essay
|
||||
or a report, preparing a presentation, or setting out a spreadsheet, etc. When
|
||||
the student has done the task they must first self-assess their work before
|
||||
submitting it to the teacher. Once submitted the teacher can assess both the
|
||||
student's assessment and the piece of work itself. The teacher can give
|
||||
feedback to the student and ask the student to improve the work and re-submit
|
||||
it or not as the case may be.</p>
|
||||
|
||||
<p>Before the start of the exercise the teacher sets up the exercise by
|
||||
<ol> <li>Creating a Word document or HTML file which introduces the exercise
|
||||
and tells the students what they have to produce. This file is uploaded
|
||||
into the exercise by the teacher.
|
||||
|
||||
<li>Adding the textual elements and choosing the options in the Assessment
|
||||
Form. This form is used by both the students and the teacher to assess the
|
||||
work produced in the exercise. There are various types of assessment
|
||||
which can be used (see the help on "Grading Stratgey")
|
||||
</ol></p>
|
||||
|
||||
<p>In large classes, the teacher may find to helpful to create more than one version
|
||||
of the exercise. These variants add a degree of variety to the exercise and
|
||||
ensure that students are doing different tasks in the exercise. They
|
||||
are allocated to the students in a random but balanced way. Each student
|
||||
receives only one exercise but the the number of
|
||||
times each variant is allocated in a class is approximately the same. Note
|
||||
the variants should not be too different as the same assessment form is used for
|
||||
all of the variants.</p>
|
||||
|
||||
<p>With the description(s) of the exercise and the assessment form in place,
|
||||
the assignment is opened to the students. They are shown a description
|
||||
of the exercise or task. When they have done the exercise they must assess
|
||||
their own work (using the pre-prepared assessment form) before they can
|
||||
submit their work to the teacher. The assessment form can be used as a
|
||||
"checklist" by the students. They can, if they wish, revise both
|
||||
their work and the assessment before they actually submit their work, and
|
||||
probably they should be encouraged to do so!</p>
|
||||
|
||||
<p>Once a student has submitted their work both their assessment and the
|
||||
piece of work itself becomes available to the teacher. The assessments can be
|
||||
graded and there is a box for comments. The teacher can also access the piece
|
||||
of work (using the student's assessment as a starting point) and make a
|
||||
decision whether to ask the student to re-submit an improved version of the
|
||||
work or not.</p>
|
||||
|
||||
<p>If the teacher feels that the student's piece of work could be improved, the
|
||||
student can be given the opprtunity to re-submit. If this is taken up the
|
||||
teacher re-assesses the work using an assessment form which contains
|
||||
the grades and comments they gave to the student's previous submission.
|
||||
Thus, the re-assessment is then a matter of updating the form in the light
|
||||
of the student revised work rather than undertaking an assessment from
|
||||
scratch.</p>
|
||||
|
||||
<p>When the deadline for the exercise the teacher moves the exercise to the
|
||||
next phase. This stops further submissions from the students. The assessments
|
||||
and submissions which have not be graded and assessed should now be done.
|
||||
|
||||
<p>With all the submissions graded, the exercise is moved to the
|
||||
final phase. The students can now see their final grades and the grades given to
|
||||
their submissions. A student's grade for the exercise is a weighted combination
|
||||
of the teacher's grade for their self-assessment and the teacher's grade for that
|
||||
work. (The grade given by the student is <b>not</b> used.) For the submissions
|
||||
themselves the grade is teacher's assessment. The weights used for the two
|
||||
grades (the grading grade and the actual grade for the work) can be set and
|
||||
changed at any time during the assignment.</p>
|
||||
|
||||
<p>When the teacher allows students to resubmit work, the teacher should
|
||||
consider how to set the option which controls how the student's final grade
|
||||
is calculated from multiple submissions. This option allows the teacher to
|
||||
choose between using the mean grade of the student's submissions or their
|
||||
best submission. This option can changed at any time and it has an immediate
|
||||
effect in the grades screen.</p>
|
||||
|
||||
<p>In the final phase of the exercise the students can also see a "League
|
||||
Table" of submissions. This an ordered list of the submissions, the
|
||||
submission which received the highest grade is at the top. When there are
|
||||
multiple submissions only the student's best submission is show in this list.</p>
|
||||
|
||||
@@ -1,20 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Number of Comments, Elements, Bands, Criteria or Rubrics</B></P>
|
||||
|
||||
<P>The number entered here determines how many items will be used in
|
||||
the assessments. Depending on the type of grading strategy, this number
|
||||
gives the number of comments, assessments elements, bands, criteria or
|
||||
categories (sets) of criteria in a rubric. Typically an assignment will have
|
||||
something between 5 to 15 assessment items, the
|
||||
actual number depending on the size and complexity of the assignment.
|
||||
|
||||
<p>During the set up phase of the exercise this number can safely be adjusted.
|
||||
Increases the number will cause extra blank elements to be displayed in the
|
||||
asessemnt form. Reducing the number will remove elements from the end
|
||||
of the assessment form.</p>
|
||||
|
||||
<P>All assessments have a General Comments field. For a "No
|
||||
Grading" assignment the value given here determines the
|
||||
number of additional comment areas. It can be specified as zero and results
|
||||
in the assessment having only a single General Comments area.
|
||||
|
||||
</P>
|
||||
@@ -1,10 +0,0 @@
|
||||
<p align="center"><b>Specimen Assessment Form</b></p>
|
||||
|
||||
<p>This page shows shows the details of the actual form used to grade
|
||||
your assignment. It will be used by yourself and the teacher to grade your
|
||||
work.</p>
|
||||
|
||||
<p>Please note that although you can change the grades on
|
||||
this form these changes are NOT saved. This is simply a specimen form,
|
||||
but a very similar form will be used by yourself and the teacher
|
||||
during this assignment.</p>
|
||||
@@ -1,12 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Submission of Exercise Descriptions</B></P>
|
||||
|
||||
<P>The teacher must submit at least one description of the exercise or task.
|
||||
The description can be held in a Word document or HTML file (or
|
||||
any other file type that will display satisfactorily in a browser). This file
|
||||
will be displayed to the students and should contain instructions for them
|
||||
to successfully complete the exercise.</p>
|
||||
|
||||
<P>It is permissible for the teacher to submit more than one description of
|
||||
the exercise. These will be used at random and different students will see
|
||||
different versions of the exercise. These variants should be similar as the
|
||||
same Assessment Form is used to assess the work from these instructions.</p>
|
||||
@@ -1,7 +1,6 @@
|
||||
<p align="center"><b>The Grade of the Lesson</b></p>
|
||||
<p align="center"><b>Ocena</b></p>
|
||||
|
||||
<p>This value determines the maximum grade which can be awarded in
|
||||
the lesson. The range is 0 to 100%. This value can be changed at
|
||||
any time during the lesson. Any change has an immediate effect in
|
||||
the Grades page and on the grades shown to the students in various
|
||||
lists.</p>
|
||||
<p>To maksymalna ocena, która może być przyznana na danej lekcji. Wartość ta
|
||||
waha się między 0 i 100% i może być zmieniona w każdej chwili podczas trwania
|
||||
lekcji. Zmiana ta będzie natychmiast widoczna na stronie i odpowiednio wpłynie
|
||||
na oceny studentów.</p>
|
||||
|
||||
@@ -1,13 +1,12 @@
|
||||
<p align="center"><b>The Jump-to Link</b></p>
|
||||
<p align="center"><b>Link Przejdź do</b></p>
|
||||
|
||||
<p>Each answer has a Jump-to link. When this answer is chosen, the answer's response
|
||||
is shown to the student. Atfer that the student sees the page given in the Jump-to
|
||||
link. This link can be either relative or absolute. Relative links are <b>This
|
||||
page</b> and <b>Next page</b>. <b>This page</b> means that the student sees the
|
||||
current page again. <b>Next page</b> shows the page which follows this page in the
|
||||
logical order of pages. An absolute page link is specified by choosing the page's
|
||||
<b>title</b>.</p>
|
||||
<p>Note that a (relative) <b>Next page</b> Jump-to link may show a different page
|
||||
after pages have been moved. Whereas Jump-to links which use page <b>titles</b>
|
||||
always show the same page after pages have been moved.</p>
|
||||
<p>Każda odpowiedź zawiera link Przejdź do. Po wybraniu odpowiedzi, studentowi zostanie
|
||||
przedstawiona strona z informacją zwrotną. Po tym student widzi link Przejdź do. Link może być
|
||||
relatywny lub absolutny. Relatywne linki to: <b>Ta strona</b> i <b>Następna strona</b>.
|
||||
<b>Ta strona</b> prowadzi raz jeszcze do strony którą ogląda student. <b>Następna strona</b>
|
||||
prowadzi do następnej strony w logicznym układzie stron. Link absolutny z drugiej strony zawiera
|
||||
zawsze tytuł strony.</p>
|
||||
<p>Zauważ, że relatywny link <b>Następna strona</b> może wskazać różne strony jeśli zmieniany był
|
||||
porządek stron. Z drugiej strony linki opierające sie na <b>tytule</b>
|
||||
zawsze odwołują się do określonej strony.</p>
|
||||
|
||||
|
||||
@@ -1,7 +1,6 @@
|
||||
<p align="center"><b>The Maximum Number of Answers in a Lesson</b></p>
|
||||
<p align="center"><b>Maksymalna liczba odpowiedzi</b></p>
|
||||
|
||||
<p>This value determines the maximum number of answers the teacher can use.
|
||||
The default value is 4. If the lesson uses only TRUE or FALSE
|
||||
questions throughout then it is sensible to set this value to 2.</p>
|
||||
<p>Ten parametr określa maksymalną liczbę odpowiedzi, którą może zasugerować nauczyciel. Domyślna wartość to 4, ale
|
||||
jeśli używane są tylko pytania typu PRAWDA/FAŁSZ wówczas sensownym byłoby ustawienie tej wartości na 2.</p>
|
||||
|
||||
<p>It is safe to change this value in a lesson with existing content.</p>
|
||||
<p>Można bezpieczenie zmieniać ten parametr bez względu na zmieniającą się zawartość lekcji.</p>
|
||||
|
||||
@@ -1,4 +1,4 @@
|
||||
<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif"> <B>Lesson</B>
|
||||
<IMG VALIGN=absmiddle SRC="<?php echo $CFG->wwwroot?>/mod/lesson/icon.gif"> <B>Lekcja</B>
|
||||
|
||||
<UL>
|
||||
<P>Lekcja pozwala na przedstawienie treści w interesujący sposób na wielu stronach.
|
||||
|
||||
@@ -7,9 +7,9 @@
|
||||
<li>Każda odpowiedź może zostać potwierdzona krótkim tekstem, który
|
||||
zostanie wyświetlony jeśli dana odpowiedź zostanie wybrana.
|
||||
Ten tekst nazywany jest <b>informacją zwrotną</b>.
|
||||
<li>Z ka¿d± odpowiedzi± zwi±zane jest <b>przej¶cie</b>. Przej¶cie mo¿e byæ do danej strony,
|
||||
<li>Z każdą odpowiedzią związany jest <b>link</b>. Link może przenieść studenta do określonego fragmentu danej strony,
|
||||
następnej strony lub każdej innej strony czy na koniec lekcji.
|
||||
<li>Domyl¶lnie pierwsza strona przeniesie studenta do <b>nastêpnej strony</b>.
|
||||
<li>Domyślnie pierwsza strona przeniesie studenta do <b>następnej strony</b>.
|
||||
Kolejne odpowiedzi również przeniosą studenta do tej strony.
|
||||
<li><b>Logiczny porządek</b> determinuje układ lekcji. Odnosi się to do porządku stron z
|
||||
perspektywy nauczyciela. Porządek ten może być w każdej chwili zmieniony.
|
||||
@@ -18,35 +18,26 @@ widzianego oczami studenta. Porz
|
||||
zdefiniowane w odpowiedziach i może znacznie odbiegać od logicznego porządku.
|
||||
(Jednakże gdy przejścia <i>nie</i> zostaną zmienione oba porządki pozostaną do siebie podobne.
|
||||
Nauczyciel ma możliwość sprawdzenia porządku nawigacji.
|
||||
<li>When displayed to the students, the answers are always shuffled. That is, the
|
||||
first answer from the teacher's point of view will not necessarily be the
|
||||
first answer in the list shown to the students. (Further, each time the same
|
||||
set of answers is displayed they are likely to appear in a different order.)
|
||||
<li>The number of answers can vary from page to page. For example, it is allowed
|
||||
that some pages can end with a true/false question while others have questions
|
||||
with one correct answer and three, say, distractors.
|
||||
<li>It is possible to set up a page without any answers. The students are shown
|
||||
a <b>Continue</b> link instead of the set of shuffled answers.
|
||||
<li>For the purposes of grading the lessons, <b>correct</b> answers are ones which
|
||||
jump to a page which is further <i>down</i> the logical order than the current page.
|
||||
<b>Wrong</b> answers are ones which either jump to the same page or to a page
|
||||
further <i>up</i> the logical order than the current page. Thus, if the jumps are
|
||||
<i>not</i> changed, the first answer is a correct answer and the other answers are
|
||||
wrong answers.
|
||||
<li>Questions can have more than one correct answer. For example, if two of the answers
|
||||
jump to the next page then either answer is taken as a correct answer. (Although
|
||||
the same destination page is shown to the students, the responses shown on the way
|
||||
to that page may well be different for the two answers.)
|
||||
<li>In the teacher's view of the lesson the correct answers have underlined Answer
|
||||
Labels.
|
||||
<li>The <b>end of the lesson</b> is reached by either jumping to that location explicitly
|
||||
or by jumping to the next page from the last (logical) page of the lesson. When the
|
||||
end of the lesson is reached, the student receives a congratulations message and is
|
||||
shown their grade. The grade is (the number of correct answers checked / number of
|
||||
pages seen) * the grade of the lesson.
|
||||
<li>If the end of the lesson is <i>not</i> reached, when the student goes into the
|
||||
lesson they are given the choice of starting at the begining or picking up the lesson
|
||||
where they answered their last correct answer.
|
||||
<li> For a lesson which allow re-takes, students are allowed to re-take the lesson until
|
||||
they have achieved the maximum grade.
|
||||
<li>Odpowiedzi wyświetlane studentom są zawsze pomieszane. Tak więc pierwsza odpowiedź na ekranie
|
||||
nauczyciela nie oznacza, że będzie to pierwsza odpowiedź na ekranie studenta. Tak więc przy wyświetlaniu
|
||||
tego samego zestawu odpowiedzi, najprawdopodobniej pojawią się one w innym porządku.
|
||||
<li>Ilość odpowiedzi może się różnić na kolejnych stronach. N.p. jedna strona może się kończyć pytaniami
|
||||
typu PRAWDA/FAŁSZ a kolejne mogą zawierać po 4 odpowiedzi.
|
||||
<li>Można zawrzeć stronę bez odpowiedzi. Studenci wówczas zobaczą link "Kontynuuj".
|
||||
<li>Jeśli chodzi o ocenianie lekcji, odpowiedzi <b>poprawne</b> będą prowadziły do strony, która
|
||||
będzie zawierać dalsze informacje.
|
||||
<b>Złe</b> odpowiedzi będą prowadzić do tej samej strony lub do innej strony w logicznym układzie stron.
|
||||
Tak więc jeśli linki do innych stron <i>nie</i> są zmienione, wówczas pierwsza odpowiedź
|
||||
jest poprawną odpowiedzią.
|
||||
<li>Pytania mogą mieć więcej niż jedną dobrą odpowiedź. Przykładowo, jeśli dwie odpowiedzi przeniosą studenta
|
||||
do następnej strony, to oznacza, że obydwie odpowiedzi były poprawnymi odpowiedziami. W takim przypadku, można
|
||||
też wyświetlić różne informacje zwrotne tym studentom.
|
||||
<li>We widoku nauczyciela (podgląd widoku) poprawne odpowiedzi mogą być podkreślone.
|
||||
<li>Aby przejsć do <b>końca lekcji</b> można albo kliknąć na taki link albo przejść do następnej strony z ostatniej
|
||||
(logicznej) strony lekcji. Kiedy student dojdzie do ostatniej strony, wyświetli mu się ocena za lekcję. Ocena jest
|
||||
stosunkiem licby poprawnych odpowiedzi do liczby stron pomnożonym przez ocenę za lekcję.
|
||||
<li>Jeśli student <i>nie</i> dojdzie do końca lekcji, wówczas może one albo rozpocząć lekcję w miejscu w którym
|
||||
ostatnio skończył bądź też może rozpocząć naukę od początku.
|
||||
<li> Lekcja, która ma wybrany parametr pozwalający na powtarzanie, może być powtórzana w nieskończoność aż do uzyskania
|
||||
najlepszej oceny.
|
||||
</ol>
|
||||
|
||||
@@ -1,16 +1,10 @@
|
||||
<p align="center"><b>Allowing the Students to Re-take the Lesson</b></p>
|
||||
<p align="center"><b>Powtórzenie lekcji</b></p>
|
||||
|
||||
<p>This setting determines whether the students can take the lesson more than once
|
||||
or only once. The teacher may decide that the lesson contains material which
|
||||
the students ought to know throughly. In which case repeated viewings of the
|
||||
lesson should be allowed. If, however, the material is used more like an exam
|
||||
then the students should not be allowed to re-take the lesson.</p>
|
||||
<p>Ten parametr determinuje czy student może powtórzyć lekcje czy nie.
|
||||
Warto skorzystać z tej opcji, jeśli określona lekcja jest istotna dla całego kursu.</p>
|
||||
|
||||
<p>When the students are allowed to re-take the lesson, the <b>grades</b> shown
|
||||
in the Grades page are the grades from their <b>best</b> attempts of the lesson.
|
||||
However, the <b>Question Analysis</b> always uses the answers from the
|
||||
first attempts of the lesson, subsequent attempts are ignored.</p>
|
||||
<p>Wybór tego parametru powoduje, że <b>oceny</b> wyświetlone na stronie ocen, będą najlepszymi
|
||||
ocenami uzyskanymi ze wszystkich podejść do danej lekcji. Jednakże, wybór opcji <b>Analiza pytań</b>
|
||||
zawsze bierze pod uwagę tylko oceny za pierwsze podejście do pytania.</p>
|
||||
|
||||
<p>By default this option is <b>Yes</b>, meaning that students are allowed to re-take
|
||||
the lesson. It is expected that only in exceptional circumstances will this
|
||||
option be set to <b>No</b>.
|
||||
<p>Domyślnie parametr ten ustawiony jest na <b>Tak</b>.</p>
|
||||
|
||||
@@ -1,141 +0,0 @@
|
||||
<p align=center><b>Importowanie plików formatu "GIFT"</b></p>
|
||||
|
||||
<p>GIFT jest najbardziej rozbudowanym formatem umo¿liwiaj±cym importowanie
|
||||
pytañ do quizów Moodle'a z pliku tekstowego. Format ten umo¿liwia import testów wielokrotnego wyboru,
|
||||
Prawda-Fa³sz, Krótka odpowied¼, pasuj±ce odpowiedzi i liczbowe odpowiedzi a tak¿e pytañ polegaj±cych na wstawieniu
|
||||
brakuj±cego wyrazu. Ró¼ne typy pytañ mog± byæ pomieszane w jednym pliku tekstowym a format ten umo¿liwia
|
||||
komentowanie, nadawanie nazw pytaniom, odpowied¼ zwrotn± i procentowe oceny.</p>
|
||||
|
||||
<h3>TYPY PYTAÑ</h3>
|
||||
|
||||
<p><u>Multiple Choice:</u><br />
|
||||
For multiple choice questions, wrong answers are prefixed with a tilde (~) and the correct answer is prefixed with an equal sign (=).</p>
|
||||
<pre> Who's buried in Grant's tomb?{~Grant ~Jefferson =no one}</pre>
|
||||
<p>The <b>Missing Word</b> format automatically inserts a fill-in-the-blank line (like this _____) in the middle of the sentence. To use the Misssing Word format, place the answers where you want the line to appear in the sentence.</p>
|
||||
<pre> Grant is {~buried =entombed ~living} in Grant's tomb.</pre>
|
||||
<p>If the answers come before the closing punctuation mark, a fill-in-the-blank line will be inserted for the "missing word" format. All question types can be written in the Missing Word format.</p>
|
||||
<p>There must be a blank line (double carriage return) seperating questions. For clarity, the answers can be written on seperate lines and even indented. For example:</p>
|
||||
<pre> The American holiday of Thanksgiving is celebrated on the {
|
||||
~second
|
||||
~third
|
||||
=fourth
|
||||
} Thursday of November.
|
||||
|
||||
Japanese characters originally came from what country? {
|
||||
~India
|
||||
=China
|
||||
~Korea
|
||||
~Egypt}</pre>
|
||||
|
||||
<p><u>Short Answer:</u><br /> Answers in Short Answer question-type are all prefixed by an equal sign (=), indicating that they are all correct answers .The answers must not contain a tilde.</p>
|
||||
<pre> Who's buried in Grant's tomb?{=no one =nobody}
|
||||
|
||||
Two plus two equals {=four =4}.</pre>
|
||||
<p>If there is only <u>one</u> correct Short Answer, it may be written without the equal sign prefix, as long as it cannot be confused as True-False.
|
||||
<p><u>True-False:</u><br />
|
||||
In this question-type the answer indicates whether the statement is true or false. The answer should be written as {TRUE} or {FALSE}, or abbreviated to {T} or {F}.</p>
|
||||
<pre> Grant is buried in Grant's tomb.{F}
|
||||
|
||||
The sun rises in the east.{T}</pre>
|
||||
|
||||
<p><u>Matching:</u><br />
|
||||
Matching pairs begin with an equal sign (=) and are seperated by this symbol "->". There must be at least three matching pairs.</p>
|
||||
|
||||
<pre> Matching Question. {
|
||||
=subquestion1 -> subanswer1
|
||||
=subquestion2 -> subanswer2
|
||||
=subquestion3 -> subanswer3
|
||||
}
|
||||
|
||||
Match the following countries with their corresponding capitals. {
|
||||
=Canada -> Ottawa
|
||||
=Italy -> Rome
|
||||
=Japan -> Tokyo
|
||||
=India -> New Delhi
|
||||
}</pre>
|
||||
<p>Matching questions do not support feedback or percentage answer weights.</p>
|
||||
<p><u>Numerical:</u><br />
|
||||
The answer section for Numerical questions must start with a number sign (#). Numerical answers can include an error margin, which is written following the correct answer, seperated by a colon. So for example, if the correct answer is anything between 1.5 and 2.5, then it would be written as follows <u>{#2:0.5}</u>. This indicates that 2 with an error margin of 0.5 is correct (i.e., the span from 1.5 to 2.5). If no error margin is specified, it will be assumed to be zero.</p>
|
||||
<pre> When was Ulysses S. Grant born? {#1822}
|
||||
|
||||
What is the value of pi (to 3 decimal places)? {#3.1415:0.0005}.</pre>
|
||||
<p>Optionally, numerical answers can be written as a span in the following format {#<i>MinimumValue</i>..<i>MaximumValue</i>}.</p>
|
||||
<pre> What is the value of pi (to 3 decimal places)? {#3.141..3.142}.</pre>
|
||||
<p>Moodle's browser interface does not support multiple numerical answers, but Moodle's code can and so does GIFT. This can be used to specify numerical multiple spans, and can be particularly usefully when combined with percentage weight grades. If multiple answers are used, they must be seperated by an equal sign, like short answer questions.</p>
|
||||
<pre> When was Ulysses S. Grant born? {#
|
||||
=1822:0
|
||||
=%50%1822:2}</pre>
|
||||
<p>Note that since Moodle's browser GUI doesn't support multiple answers for Numerical questions, there's no way to see them or edit them through Moodle. The only way to change a numerical answer beyond the first, is to delete the question and re-import it (or use something like phpMyAdmin).</p>
|
||||
<h3>OPTIONS</h3>
|
||||
<p>In addition to these basic question types, this filter offers the following options: line comments, question name, feedback and percentage answer weight.</p>
|
||||
<p><u>Line Comments:</u><br />
|
||||
Comments that will not be imported into Moodle can be included in the text file. This can be used to provide headers or more information about the questions. All lines that start with a double backslash (not counting tabs or spaces) will be ignored by the filter.
|
||||
<pre> // Subheading: Numerical questions below
|
||||
What's 2 plus 2? {#4}</pre>
|
||||
<p><u>Question Name:</u><br /> A question name can be specified by placing it first and enclosing it
|
||||
within double colons.</p>
|
||||
<pre> ::Kanji Origins::Japanese characters originally
|
||||
came from what country? {=China}
|
||||
|
||||
::Thanksgiving Date::The American holiday of Thanksgiving is
|
||||
celebrated on the {~second ~third =fourth} Thursday of November.</pre>
|
||||
<p>If no question name is specified, the entire question will be used as the name by default.</p>
|
||||
<p><u>Feedback:</u><br /> Feedback can be included for each answer by following the answer with a number sign (# also known as a hash mark) and the feedback.</p>
|
||||
<pre> What's the answer to this multiple-choice question?{
|
||||
~wrong answer#feedback comment on the wrong answer
|
||||
~another wrong answer#feedback comment on this wrong answer
|
||||
=right answer#Very good!}
|
||||
|
||||
Who's buried in Grant's tomb?{
|
||||
=no one#excellent answer!
|
||||
=nobody#excellent answer!}
|
||||
|
||||
Grant is buried in Grant's tomb.{FALSE#No one is buried in Grant's tomb.}</pre>
|
||||
|
||||
<p>For Multiple Choice questions, feedback is displayed only for the answer the student selected. For short answer, feedback is shown only when students input the corresponding correct answer. For true-false questions, the imported feedback is saved so that it will display if the student marked the question incorrectly. So, in the last example above, the student would see the feedback only if they selected TRUE as their answer.</p>
|
||||
|
||||
<p><u>Percentage Answer Weights:</u><br />
|
||||
Percentage answer weights are available for both Multiple Choice and Short Answer questions. Percentage answer weights can be included by following the tilde (for Multiple Choice) or equal sign (for Short Answer) with the desired percent enclosed
|
||||
within percent signs (e.g., %50%). This option can be combined with feedback comments.</p>
|
||||
<pre> Difficult question.{~wrong answer ~%50%half credit answer =full credit answer}
|
||||
|
||||
::Jesus' hometown::Jesus Christ was from {
|
||||
~Jerusalem#This was an important city, but the wrong answer.
|
||||
~%25%Bethlehem#He was born here, but not raised here.
|
||||
~%50%Galilee#You need to be more specific.
|
||||
=Nazareth#Yes! That's right!}.
|
||||
|
||||
::Jesus' hometown:: Jesus Christ was from {
|
||||
=Nazareth#Yes! That's right!
|
||||
=%75%Nazereth#Right, but misspelled.
|
||||
=%25%Bethlehem#He was born here, but not raised here.}</pre>
|
||||
<p>Note that the last two examples are essentially the same question, first as multiple choice and then as short answer.</p>
|
||||
|
||||
<p><font size="-1">Note that it is possible to specify percentage answer weights that are NOT available through the browser interface. Such answer-weights will calculate correctly (according to the value assigned when imported), and will appear normal to students taking the test. But such answer-weights will not display correctly to teachers when editing them through Moodle's Edit Question interface. The pull-down menu only allows certain fixed values, and if the answer-weight does not exactly match one of those predetermined values, then it will not display correctly. If you edit such a question through the browser interface, the answer weight will change to that displayed.</font></p>
|
||||
|
||||
<p><u>Multiple Answers:</u><br />
|
||||
The Multiple Answers option is used for multiple choice questions when two or more answers must be selected in order to obtain full credit. The multiple answers option is enabled by assigning partial answer weight to multiple answers, while allowing no single answer to receive full credit.</p>
|
||||
<pre> What two people are entombed in Grant's tomb? {
|
||||
~No one
|
||||
~%50%Grant
|
||||
~%50%Grant's wife
|
||||
~Grant's father }</pre>
|
||||
<p>Note that there is no equal sign (=) in any answer, and the answers should total no more than 100% or Moodle will return an error. To avoid the problem of students automatically getting 100% by simply checking all of the answers, it is best to include negative answer weights for wrong answers.</p>
|
||||
<pre> What two people are entombed in Grant's tomb? {
|
||||
~%-50%No one
|
||||
~%50%Grant
|
||||
~%50%Grant's wife
|
||||
~%-50%Grant's father }</pre>
|
||||
|
||||
<p><u>Other Options:</u><br />
|
||||
Other options are avalable through editing the import filter <b>gift/format.php</b>. </p>
|
||||
<p>Short Answer questions can be made case sensitive by changing "0" to "1" in the following line:<br />
|
||||
<tt>$question->usecase = 0; // Ignore case</tt></p>
|
||||
<p></p>
|
||||
<h3>TROUBLESHOOTING</h3>
|
||||
<p>The text encoding of your text file must be the same as your Moodle installation. </p>
|
||||
<p>An example questions text file can be found here: <a href="../../../../mod/quiz/format/gift/examples.txt">gift/examples.txt</a>.</p>
|
||||
<p></p>
|
||||
<h3>CREDITS</h3>
|
||||
<p>This filter was written through the collaboration of numerous members of the Moodle community. It was originally based on the missingword format, which included code from Martin Dougiamas, Thomas Robb and others. Paul Tsuchido Shew wrote this filter in December 2003 incorporating community suggestions for a more robust question format. The name was conceived as an acronym for "General Import Format Technology" or something like that, but it's too long for a simple filter like this, so it just GIFT.</p>
|
||||
<p><font size="-1">GIFT documentation by Paul Tsuchido Shew, 13 Jan 2004.</font></p>
|
||||
@@ -1,25 +0,0 @@
|
||||
<P ALIGN=CENTER><B>Analysis of Assessments</B></P>
|
||||
|
||||
<P>This analysis looks at the assessments made on the examples as well as those made during the peer assessment phase of the assignment. It attempts to select the better assessments out of this pool of teacher and student assessments. These "good" assesments are then used in the calculation of the final grade.
|
||||
</p>
|
||||
|
||||
<p>This analysis is best done when there are teacher assessments available. These assessments can act as a benchmark against which the student assessments can be judged. The teacher does <b>not</b> need to assess every example and every submission but for the analysis to be meaningful it is better to have more assessments from the teacher than the average number of assessments made by each student. And the more assessments made by the teacher the more confident the teacher can be of the results of the analysis.
|
||||
</p>
|
||||
|
||||
<p>The Analysis is usually done in a number of times, each time changing one or more of the options. The analysis is controlled by the three options which appear on the top of the page.
|
||||
</p>
|
||||
|
||||
<ol><li>The Loading for Teacher Assessments sets the weighting to given the teacher's assessments compared to the students' assessments in the error analysis stage. If the teacher wants their own grading strategy to dominate the way the students grade the submissions then the teacher should be the assessor with the smallest average error in the "Error Table". If the teacher is not the first one listed than the loading of the teacher's assessments is increased until the teacher has the lowest average error. This then implies that the teacher's assessments are dominate and the students who grade like the teacher are also listed in the top part of the Error Table. The students listed at the bottom part of the table are grading in ways which not match the teacher assessments (nor those of the students in the top of the table). The more assessments that are available from the teacher the more likely that this option will not have to be used to force the teacher to the top of the table. Note that this option does <b>not</b> apply a weighting factor the teacher's assessments when they used in the calculation of final grades. In that calculation the teacher assessments have the same weight as the student assessments. So for example if a student's submission is graded at 41% by the teacher and 45% and 55% by their peers the final grade given to the submission is (41% + 45% + 55%) / 3, that is 47%.</li>
|
||||
|
||||
<li>The Weight for Grading of Assessments is used in the calculation of the Final Grade. A simple formula is used to calculate a student's "Grading Performance". It is the proportion of "good"assessments that student have done compared to the maximum number of assessments open to them. So, if for example, the assignment asks the students to do 3 assessments of the example submission and 5 peer assessments and the student does 7 assessments and 1 of those is dropped from the analysis (see below), then their grading performance is (7 - 1)/8, that is 75%. The final grade for the assignment a weighted combination of this grading performanace and the grade given to their submission (or best grade if they made more than one submission). The grade for the submission is always given a weight of 1. So setting this option to say, 0.5, means that the two grades are added together in the proportion 0.5:1 or 33% of the grading performance and 66% of the grade of the submission.</li>
|
||||
<li>The Percentage of Assessments to drop determines the number of the assessments which are to be excluded when calculating the final grades. This number can be set in one of two ways.
|
||||
<ul><li>Given the way the Grading Performance is calculated each student could, if they assessed all the work allocated to them, achieve full marks (for this element) if no assessments are dropped. If the teacher wishes to have a more reason average grade then setting this option to 30% would result in the average Grading Performance of about 70% (again if all students graded all the assessments open to them).</li>
|
||||
<li>Alternatively the number of assessments to drop might be set such that the remaining "good" assessments result in the Average Errors being constrained to some reasonable value. These are the percentages given in the fourth column of the Error Table. For example, it may be thought that all the student assessments should (on average) lie within the 20% range. Then the analysis is repeated a number of times adjusting the number of assessments to drop until the figures in this column all lie within a particular limit.
|
||||
</ul>
|
||||
</ol>
|
||||
<p>In addition to the Error Table the analysis lists the grades of all assessments and the final grades given to the students. This table should be inspected to see if the results are reasonable. In particular if many assessments are dropped then some submissions may left unassessed and the student's final grade will be far too small. The analysis does given the number of submissions at the top of page and again just before the Grades Table. These two numbers should be same. If there are one or more unassessed submissions and the teacher does not want to decrease the number of dropped assessments then those submissions should be assessed by the teacher and the analysis repeated. It is important that all submissions are assessed at least once in the final stage of the analysis that is when the final grades are calculated.
|
||||
</p>
|
||||
<p>There is a balance between the number of assessments dropped and the overall final grade. The more assessments dropped the lower the final grades are likely to be. However, if poor assessments are <b>not</b> dropped then students may complain about the quality of the assessments which determine the grade for their work. Provided there are enough assessments by the teacher to dominate the analysis without too much forcing, then it would seem reasonable to drop somewhere between 15% and 30% of the assessments.
|
||||
</p>
|
||||
<p>Note that this analysis does take a long time as it involves an iterative process. Lengthy delays are to be expected.
|
||||
</p>
|
||||
+26
-1
@@ -2,14 +2,18 @@
|
||||
// lesson.php - created with Moodle 1.2 Beta (2004022400)
|
||||
|
||||
|
||||
$string['actionaftercorrectanswer'] = 'Reakcja po poprawnej odpowiedzi';
|
||||
$string['addanewpage'] = 'Dodaj now± stronê';
|
||||
$string['addpagehere'] = 'Wstaw tutaj now± stronê';
|
||||
$string['answer'] = 'Odpowied¼';
|
||||
$string['answersfornumerical'] = 'Odpowiedzi dla numerycznych pytañ powinny odpowiadaæ warto¶ciom Minimum i Maximum';
|
||||
$string['attempt'] = 'Próba: $a';
|
||||
$string['attempts'] = 'Próby';
|
||||
$string['available'] = 'Dostêpne od';
|
||||
$string['canretake'] = 'Ponowne przegl±danie lekcji';
|
||||
$string['canretake'] = 'Powtórzenie lekcji';
|
||||
$string['casesensitive'] = 'Zale¿ne od wielko¶ci liter';
|
||||
$string['checknavigation'] = 'Sprawd¼ nawigacjê';
|
||||
$string['checkquestion'] = 'Sprawd¼ pytanie';
|
||||
$string['confirmdeletionofthispage'] = 'Potwierd¼ usuniêcie tej strony';
|
||||
$string['congratulations'] = 'Gratualcje - koniec lekcji';
|
||||
$string['continue'] = 'Kontynuuj';
|
||||
@@ -17,27 +21,48 @@ $string['deadline'] = 'Termin ko
|
||||
$string['deletingpage'] = 'Usuwanie strony: $a';
|
||||
$string['displayofgrade'] = 'Wy¶wietl ocenê studentowi';
|
||||
$string['endoflesson'] = 'Koniec lekcji';
|
||||
$string['fileformat'] = 'Format pliku';
|
||||
$string['firstanswershould'] = 'Pierwsza odpowied¼ powinna przenie¶æ do "odpowiedniej" strony';
|
||||
$string['gradeis'] = 'Ocena: $a';
|
||||
$string['importquestions'] = 'Zaimportuj pytania';
|
||||
$string['jumpto'] = 'Przejd¼ do';
|
||||
$string['maximumnumberofanswers'] = 'Maksymalna liczba odpowiedzi';
|
||||
$string['maximumnumberofattempts'] = 'Maksymalna liczba prób';
|
||||
$string['modulename'] = 'Lekcja';
|
||||
$string['modulenameplural'] = 'Lekcje';
|
||||
$string['morethanoneanswer'] = 'Wiêcej ni¿ jedna odpowied¼';
|
||||
$string['movepagehere'] = 'Przesuñ stronê tutaj';
|
||||
$string['moving'] = 'Przesuwanie strony: $a';
|
||||
$string['movingtonextpage'] = 'Do nastêpnej strony';
|
||||
$string['multipleanswer'] = 'Wielokrotne odpowiedzi';
|
||||
$string['nextpage'] = 'Nastêpna strona';
|
||||
$string['noanswer'] = 'Brak odpowiedzi';
|
||||
$string['noattemptrecordsfound'] = 'Brak prób: nie przyznano oceny';
|
||||
$string['normal'] = 'Normalnie - id¼ zgodnie z trybem lekcji';
|
||||
$string['numberofcorrectanswers'] = 'Ilo¶æ poprawnych odpowiedzi: $a';
|
||||
$string['numberofcorrectmatches'] = 'Ilo¶æ poprawnych po³±czeñ: $a';
|
||||
$string['numberofpagestoshow'] = 'Ilo¶æ stron (kart) do wy¶wietlenia';
|
||||
$string['numberofpagesviewed'] = 'Ilo¶æ obejrzanych strony: $a';
|
||||
$string['ordered'] = 'Pouk³adane';
|
||||
$string['outof'] = 'Z $a';
|
||||
$string['page'] = 'Strona: $a';
|
||||
$string['pagecontents'] = 'Spis tre¶ci';
|
||||
$string['pagetitle'] = 'Tytu³ strony';
|
||||
$string['pleasecheckoneanswer'] = 'Proszê sprawd¼ jedn± odpowied¼';
|
||||
$string['pleasecheckoneormoreanswers'] = 'Sprawd¼ jedn± lub wiêcej odpowiedzi';
|
||||
$string['pleaseenteryouranswerinthebox'] = 'Proszê wpisz swoj± odpowied¼';
|
||||
$string['pleasematchtheabovepairs'] = 'Po³±cz powy¿sze pary';
|
||||
$string['questiontype'] = 'Typ pytania';
|
||||
$string['response'] = 'Informacja zwrotna';
|
||||
$string['sanitycheckfailed'] = 'Ta próba zosta³a usuniêta!';
|
||||
$string['savepage'] = 'Zapisz stronê';
|
||||
$string['showanunansweredpage'] = 'Umo¿liw wielokrotne przegl±danie stron z b³êdn± odpowiedzi±';
|
||||
$string['showanunseenpage'] = 'Nigdy nie pokazuj tej samej strony dwukrotnie';
|
||||
$string['singleanswer'] = 'Pojedyncza odpowied¼';
|
||||
$string['thatsthecorrectanswer'] = 'To jest poprawna odpowied¼';
|
||||
$string['thatsthewronganswer'] = 'To jest b³êdna odpowied¼';
|
||||
$string['thispage'] = 'Ta strona';
|
||||
$string['youhaveseen'] = 'Widzia³e¶ ju¿ wiêcej ni¿ jedn± stronê tej lekcji. <br/> Czy chcia³by¶ zacz±æ od ostatniej strony, któr± przegl±da³e¶?';
|
||||
$string['youranswer'] = 'Twoja odpowied¼';
|
||||
|
||||
?>
|
||||
|
||||
@@ -16,6 +16,9 @@ $string['add'] = 'Dodaj';
|
||||
$string['addadmin'] = 'Dodaj administratora';
|
||||
$string['addcreator'] = 'Dodaj autora kursu';
|
||||
$string['added'] = 'Dodano $a';
|
||||
$string['addedtogroup'] = 'Dodano do grupy $a';
|
||||
$string['addedtogroupnot'] = 'Nie dodano do grupy $a';
|
||||
$string['addedtogroupnotenrolled'] = 'Nie dodano do grupy $a ponieważ dana osoba nie jest zapisana na ten kurs';
|
||||
$string['addinganew'] = 'Dodawanie nowego $a';
|
||||
$string['addinganewto'] = '$a->what na $a->to';
|
||||
$string['addingdatatoexisting'] = 'Dodawanie daty do istniejącej';
|
||||
|
||||
Reference in New Issue
Block a user